Beauvoir 2nd Grade ERB Results

[Anonymous]

Anonymous wrote:I think there is some confusion here. While raw scores remain the same across the different Norms, the percentiles and stanines do not. In another words, a given raw score could be translated into a different percentile and a different stanine for each norm. For an identical raw score, the percentile/stanine would be highest for the National Norm, next hightest for Suburban Norm, and lowest for Independent School Norm. The National Norm being the largest set of students, with the Suburban and Independent Norms being smaller subsets of that National Norm. The Independent Norm being the toughtest norm. What was shown at the Meeting was based on the National Norm. Viewed differently, the mean/average on the Independent School and Suburban Norms were translated into the corresponding percentiles on the National Norm. So, If a 50% percentile/4.5 stanine on the Indepedent Norm translates into the 80% on the National Norm, with the same percentile/stanine on the Surburban Norm translating into a higher percentile/stanine on the National Norm. If B students had an average or mean of 5-6 stanine on the Independent Norm, that translates into the high 90% on the National Norm. Thus, the B average/mean on the Independent Norm, while perhaps looking unimpressive within that norm, looks very impressive on the National Norm. The 5-6 average/mean for B students is above the average/mean within the Independent Norm, which is itself a highly select group of students.

So the National norm is comprised of general public school children scores. Suburban is public school children in the 'burbs? And, independent represent private school scores, hope I'm clear on this now.

[Anonymous]

The point here is that, if a B child scored what might look like a low number on the Independent Norm, he or she, in fact, probably did just fine on a national norm basis. B might benefit from providing both the National and Independent Norm numbers. This might relieve the parents who think their child did horribly because he or she scored only a 4, 5 or 6 on the Indepedent Norm basis.

[Anonymous]

Thanks for the clarification!

[Anonymous]

Anonymous wrote:The point here is that, if a B child scored what might look like a low number on the Independent Norm, he or she, in fact, probably did just fine on a national norm basis. B might benefit from providing both the National and Independent Norm numbers. This might relieve the parents who think their child did horribly because he or she scored only a 4, 5 or 6 on the Indepedent Norm basis.

I'm guessing that nationally-normed public schools are in predominately urban school districts. I would expect that B students are highly capable in scoring in the 99th percentile in this category. Was there an explanation as to why only average scores in comparison to the independent school norm?

[Anonymous]

I think the PP is missing somethig. The National Norm is actually all schools, public and private, urban, suburban and rural. It is what its title suggests. This is everybody. The Independent School Norm is a small subset of that larger group, and this smaller subset is very much at the upper end of the National Norm. Thus, being average or at the mean on the ISN is sort of like saying you are an average MLB player and complaining about it. The fact is that, regardless of where you are in MLB, you are still among the top baseball players in the US. There is nothing wrong or horrible, etc, with being average, at the mean, or even below those on the ISN.

[Anonymous]

Anonymous wrote:I think the PP is missing somethig. The National Norm is actually all schools, public and private, urban, suburban and rural. It is what its title suggests. This is everybody. The Independent School Norm is a small subset of that larger group, and this smaller subset is very much at the upper end of the National Norm. Thus, being average or at the mean on the ISN is sort of like saying you are an average MLB player and complaining about it. The fact is that, regardless of where you are in MLB, you are still among the top baseball players in the US. There is nothing wrong or horrible, etc, with being average, at the mean, or even below those on the ISN.

The Independent school norm represents the top 20% of cognizant learners. So in theory children who entered Beauvoir with WISC scores in the 99+ percentile and are learning with the aid of a substantial curriculum pk/k-2nd grade would likely receive stanines in the 7,8, 9 in this category.

Beauvoir is an independent school and is compared against other independent schools.

[Anonymous]

The 20% is at most an approximation of what constitutes the inde school norm as compared to the national norm. Isn't the independent school norm simply all inde schools? I would believe that some B students might score 7, 8 or 9 on one part of the ERB test, but I doubt many score at this level on all 3 parts.

[Anonymous]

Anonymous wrote:The 20% is at most an approximation of what constitutes the inde school norm as compared to the national norm. Isn't the independent school norm simply all inde schools? I would believe that some B students might score 7, 8 or 9 on one part of the ERB test, but I doubt many score at this level on all 3 parts.

" The ERB representative implied that, within the Independent School Norm, most B students were in the 5-6 range, meaning that the top of the B bell curve was 5-6. Thus, if a child were in the 6-7 stanines on the Indepedent School Norm, that child did better than most B students."

[Anonymous]

Anonymous wrote:These private scchools are really screwing around with math. I have my ds at another very expensive DC private school, and I find them to be lazy and irresponsible. The teachers and administration are trying to see just how much they can get away with before we notice.

The first day at STA for those Beauvoir boys will be one rude awakening.

[Anonymous]

Anonymous wrote:

Anonymous wrote:These private scchools are really screwing around with math. I have my ds at another very expensive DC private school, and I find them to be lazy and irresponsible. The teachers and administration are trying to see just how much they can get away with before we notice.

The first day at STA for those Beauvoir boys will be one rude awakening.

I agree. Bone up on your math facts, rising C formers. Beauvoir doesn't teach math facts.

[Anonymous]

Anonymous wrote:

Anonymous wrote:These private scchools are really screwing around with math. I have my ds at another very expensive DC private school, and I find them to be lazy and irresponsible. The teachers and administration are trying to see just how much they can get away with before we notice.

The first day at STA for those Beauvoir boys will be one rude awakening.

They come in unable or barely able to multiply and divide. Wasted way too much time going over regrouping 3-digit numbers and multiplication drills. Lower school head started the year off asking parents to make sure that their sons know their multiplication tables. More multiplication and division drills in 5th grade just to accommodate the Beauvoir boys.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:These private scchools are really screwing around with math. I have my ds at another very expensive DC private school, and I find them to be lazy and irresponsible. The teachers and administration are trying to see just how much they can get away with before we notice.

The first day at STA for those Beauvoir boys will be one rude awakening.

They come in unable or barely able to multiply and divide. Wasted way too much time going over regrouping 3-digit numbers and multiplication drills. Lower school head started the year off asking parents to make sure that their sons know their multiplication tables. More multiplication and division drills in 5th grade just to accommodate the Beauvoir boys.

I find this interesting as a parent of a current B Boy. Last week during the Math Morning one of the first grade questions required students to understand division and mulitplication concepts. My DB was able to use his number sense to solve both problems. He actually used skip counting to solve the problems below. So I am not sure how the connections are not made for older students.

Problem 1: Four friends wanted to share 36 pieces of candy. How many pieces would each friend get if they share the candy equally??

Problem 2: You have 4 rhombuses, 2 squares, and 3 triangles. How many sides in all? Two step problem - Multiplication and Addition.

I am beginning to wonder if Mathematics Instruction is consistent throughout the building???

[Anonymous]

those seem like hard questions for a first grader - so i'm impressed - my kids are younger, but i'd be happy if they know those answers when they are in first grade!

[Anonymous]

They come in unable or barely able to multiply and divide. Wasted way too much time going over regrouping 3-digit numbers and multiplication drills. Lower school head started the year off asking parents to make sure that their sons know their multiplication tables. More multiplication and division drills in 5th grade just to accommodate the Beauvoir boys.

What grade do you teach at STA?

[Anonymous]

Anonymous wrote:

They come in unable or barely able to multiply and divide. Wasted way too much time going over regrouping 3-digit numbers and multiplication drills. Lower school head started the year off asking parents to make sure that their sons know their multiplication tables. More multiplication and division drills in 5th grade just to accommodate the Beauvoir boys.

What grade do you teach at STA?


I'm a STA parent.